Vincenzo Russo University of Naples Federico II, Italy Challenge and goal It is very common that teachers feel frustrated when correcting a BSc thesis. On the other hands, very often ...
Sanjiv Prashar Universidad Rey Juan Carlos Challenge and goal There is no denying the importance of STEM in achieving the UN Sustainable development goals. To date subjects are...
Rosa Turco, Oreste Tarallo, Vincenzo Russo University of Naples Federico II, Italy Challenge and goal Teachers are often frustrated by the increase of lack in students attention along...
Natasa Brouwer Faculty of Science, University of Amsterdam, The Netherlands Challenge and goal Traditional lectures have been a common teaching method for centuries and are sti...
Matti Niemelä University of Oulu, Faculty of Technology, Chemistry degree programme Challenge and goal Nowadays interpersonal skills and personal characteristics have more and ...
Sabina Weronika Jaros Faculty of Chemistry, University of Wrocław, Poland Challenge and goal Our notes are an invaluable source of information we can refer back to at any time. Howev...
Anne Conibear Faculty of Technical Chemistry, Technical University of Vienna, Austria Challenge and goal To raise awareness and promote discussion and application of interactive, cons...
Maren Podewitz Faculty of Technical Chemistry, TU Wien, Austria Challenge and goal Students are perform much better if the research specialization in the BSc project and later on in t...
Anete Stīne Teimane University of Latvia (UoL), Faculty of Chemistry Challenge and goal Courses which are designed to teach practical skills usually produce large amounts of re...
Giacomo Giorgi Dept of Civil & Environmental Engineering, University of Perugia, Italy Challenge and goal Students are frustrated by the often outdated tools teachers exploit during l...
Katalin Várnagy Faculty of Science and Technology, University of Debrecen, Hungary Challenge and goal One form of knowledge transfer is the lecture, in which the lecturer impar...
Bartosz Trzewik, Aleksandra Lis, Iwona Maciejowska, Michał Woźniakiewicz, Katarzyna Zięba Faculty of Chemistry, Jagiellonian University in Kraków, Poland Challenge Students starting lab...
Sanjiv Prashar, Jose M. Méndez-Arriaga, Josefa Ortiz-Bustos, Diana Díaz-García, Miguel Díaz-Sánchez, Santiago Gómez-Ruiz, Noelia M. Faginas-Lago University Rey Juan Carlos, Madrid, Spain, Unive...
Iwona Maciejowska, Anna Majcher-Fitas, Magdalena Niedbał Jagiellonian University, Kraków, Poland Challenge and goal The academic teachers do not know how to react in cases of student ...
Martino Di Serio, Alessio Petrone, Vincenzo Russo, Oreste Tarallo, Italo Testa University of Naples Federico II, Italy Challenge and goal Heterogeneous background in BSc fre...
Jocelyne Vreede, Stefania Grecea, Lotte Schreuders, Bob Pirok, Natasa Brouwer Faculty of Science, University of Amsterdam, The Netherlands Challenge and goal Today's fast-changing wor...
Iwona Maciejowska, Michał Woźniakiewicz, Bartosz Trzewik, Katarzyna Zięba, Aleksandra Lis Jagiellonian University, Krakow, Poland Challenge and goal The investigation and discussion on ...
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace).
This CPD scenario describes a User case in which lecturers develop their competence in designing interactive teaching and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in practicing teaching and learning in an evidence informed way. The approximate duration of a User case that follows this scenario is several hours. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).
This CPD scenario describes a User case in which lecturers develop their competence in how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning. The approximate duration of a User case that follows this scenario is several days. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and practicing teaching and learning in an evidence informed way. In this CPD scenario the participants meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use blended learning. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc).
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to facilitate student’s deep learning and development of higher cognitive skills and how to use specific digital tools in teaching for a pedagogical goal and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing. The approximate duration of a User case that follows this scenario is several weeks. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace).
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and knowledge sharing. In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.